Developing a new generation of collaborative scientists and citizens through popular media

该项目将侧重于了解媒体如何改善男孩和女孩对女科学家和女工程师的看法，并增加儿童对STEM中男女混合合作的理解。将开发和传播两个主要产品。第一集将是广受欢迎的儿童节目《埃莉诺神奇奇缘》的8集，每集11分钟，观众人数达到1650万。这将被用作一系列严格研究的干预措施，并向观众广播，供公众使用和随后受益。第二个将是一个基于游戏的，画一个科学家的评估，在这个评估中，3-6岁的参与者和他们的照顾者将创造基于贴纸的场景，其中包括在各种背景下的科学家或工程师的化身，以澄清幼儿对科学和工程的认知。该项目有可能通过模拟和庆祝混合性别的STEM合作工作而造福社会。该项目建立了关于基于性别的STEM研究的知识和理解，并为今后探索青年观念在媒体中的影响的方法提供了学习。该项目使用混合方法研究和迭代设计过程，包括利益相关者、青年及其成年监护人，以及大学教职员工、公共广播电台教育工作者和媒体开发人员之间的合作伙伴关系，以解决以下问题：儿童在多大程度上将科学视为一种带有性别色彩的职业？孩子和他们的照顾者如何看待科学领域的女性？孩子们是否认为科学是一个合作的过程？孩子们是否认为科学对社会很重要？第二项研究将包括(1)将游戏化的评估嵌入到更大的Elinor Wonder为什么PBS数字游戏中，(2)通过数字投掷过渡将评估直接链接到媒体，以及(3)通过社交媒体、广播和流媒体传播链接在一起的干预(插曲)和评估(游戏)，以供公众参与。这类5，支持STEM广泛公众参与的研究项目由推进非正式STEM学习(AISL)方案资助，该方案支持下列项目：(A)促进关于STEM非正式学习在公平和归属STEM中的作用的研究和实践；(B)促进STEM个人和教育的成功；(C)促进公众参与科学发现；(D)培养对STEM职业的兴趣；(E)创建和加强有效非正式STEM学习的理论和经验基础；(F)提高社区活力；和(或)(G)加强科学交流以及公众对科技教育和科技教育过程的参与和了解。该项目由推进非正式科学学习(AISL)和已建立的激励竞争性研究计划(EPSCoR)共同资助。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project will focus on understanding how media can improve boys' and girls' perceptions of female scientists and engineers and increase children's understanding of mixed-gender collaborations in STEM. Two main products will be developed and disseminated. The first will be eight 11-minute episodes of the popular children's program, Elinor Wonders Why, which reaches 16.5 million viewers. This will be used as an intervention within a series of rigorous research studies and broadcast to audiences for public use and subsequent benefit. The second will be a game-based, Draw-a-Scientist, assessment in which 3-6 year old participants and their caregivers will create sticker-based scenes that include scientist or engineer avatars 'at work' in a variety of contexts in order to clarify young children's perceptions of science and engineering. This project has the potential to benefit society by modeling and celebrating mixed gender STEM collaborative work.The project builds knowledge and understanding on gender-based STEM research and provides learnings for future ways of exploring the impact of youth perceptions in media. The project uses mixed methods research and an iterative design process that involves stakeholders, youth and their adult caretakers, and partnerships among university faculty, PBS station educators, and media developers to address these questions: To what degree do children perceive science as a gendered occupation? How do children and their caregivers perceive women in science? Do children perceive science as a collaborative process? Do children perceive science as important to the community? A second study will include (1) embedding the gamified assessment into a larger Elinor Wonders Why PBS digital game, (2) linking the assessment directly to the media via a digital throw transition, and (3) disseminating the intervention (episode) and the assessment (game) linked together for public engagement through social media, broadcast, and streaming. This Type 5, Research in Support of Wide-reaching Public Engagement with STEM, project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes. This project is jointly funded by Advancing Informal Science Learning (AISL), and the Established Program to Stimulate Competitive Research (EPSCoR).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.